Core Concepts In Planning, Monitoring And Evaluation (PM&E .
iCore Concepts in Planning,Monitoring and Evaluation (PM&E)of Projects in IUCNAn IUCN Training Course for ProjectManagersParticipants ManualNovember 2004Global M&E Initiative
iiIUCN – The World Conservation Union, regional Founded in 1948, The World Conservation Union brings together States, government agenciesand a diverse range of non-governmental organizations in a unique world partnership: over 900 membersin all, spread across some 138 countries.As a Union, IUCN seeks to influence, encourage and assist societies throughout the world to conserve theintegrity and diversity of nature and to ensure that any use of natural resources is equitable andecologically sustainable. The World Conservation Union builds on the strengths of its members, networksand partners to enhance their capacity and to support global alliances to safeguard natural resources atlocaland global levels.The IUCN Monitoring and Evaluation (M&E) InitiativeThe mandate of the Monitoring and Evaluation Initiative is to establish a Monitoring and EvaluationSystem for IUCN at regional and global levels that:3Supports learning, improvement and accountability through a regular cycle of reviews ofrelevance, effectiveness, efficiency and impact of IUCN’s work at project, programme andorganizational level.3Promotes a learning culture of self-assessment and reflection.3Builds capacity of staff, partners and members in planning, monitoring and evaluation.3Supports the implementation of the IUCN Evaluation Policy and Standards.Publications from the M&E Initiative are available on-line on the IUCN his training manual has been made possible in part by funding from the Swedish InternationalDevelopment Cooperation (SIDA), the Norwegian Agency for Development Cooperation (NORAD), theRoyal Danish Ministry of Foreign Affairs (Danida), the Swiss Agency for Development and Cooperation(SDC) and the Director General of International Cooperation, The Netherlands (DGIS).Published by:IUCN Gland, SwitzerlandCopyright: 2004 International Union for Conservation of Nature and Natural Resources. Thesematerials may be reproduced and used for training and educational purposes provided full credit is givento IUCN. These materials may not be reproduced for profit.Citation:ISBN:Design:Printed by:Available from:The IUCN Monitoring and Evaluation Office or the IUCN Programme OfficeRue Mauverney 28,Gland, Switzerland CH-1196.Tel: 41 22 999 0271. Fax: 41 22 999 0025Email:Nancy.MacPherson@iucn.orgGlobal M&E Initiative
Overview of Contents of the ModulesModule 0 – Introduction to Project Planning in IUCN1.2.3.4.5.The Importance of Good Project Planning In IUCNDefining ProjectsApproaches to Project Design And PlanningThe Project Management CycleExercise 1.1 - Identifying Stages of The Project Management CycleModule 1 – Situation Analysis - Understanding The Context1.2.3.4.5.6.7.The Rationale for Situation Analysis in IUCNThe Basic Steps Involved in Situation AnalysisGuiding Principles for Good PracticeBasic or Comprehensive Situation Analysis?Undertaking A Basic Situation AnalysisExercise 1.1 – Identifying Issues And TrendsExercise 1.2 – Identifying Stakeholders, Categorizing them andDesigning Participation StrategiesModule 2 – Project Identification and Design: Developing aLogical Framework – Part 11.2.3.4.5.6.7.8.9.10.Logic Models, Theory Of Change And Results ChainDeveloping A Project Logic ModelOption 1: Developing A Result Chain Using Problem TreeAnalysisOption 2: Developing A Results Chain Using Visioning And ForceField AnalysisExercise 2.1 - Identifying Components Of A Results ChainOptional Exercise 2.2 – Constructing A Cause-Effect ModelExercise 2.3 - Crafting a VisionExercise 2.4 – Force Field AnalysisExercise 2.5 – Developing A Means-End Model From The ForceField Analysis DataExercise 2.6 – Making Strategic Choices
Module 3– Project Identification and Design: Developing aLogical Framework – Part 21.2.3.4.5.6.7.Converting Agreed Interventions into a Results ChainConverting the Results Chain into Planning LanguageLogical Framework AnalysisExercise 3.1 – Converting a results chaing to an IUCN planning chainExercise 3.2 – Analysing Conditions Necessary for SuccessExercise 3.3 – Generating IndicatorsOptional Exercise 3.4 – Completing a Logic ModelModule 4 – Monitoring and Reporting1.2.3.4.MonitoringReportingExercise 4.1 – Developing workplan on LFA table llExercise 4.2 – Designing a Monitoring PlanModule 5 – Project Evaluation in IUCN1.2.3.The Role of Project Evaluation in IUCNManaging Project EvaluationExercise 5.1 – Developing ToR and Workplan for an Evaluation
vForewordThe Origin and Intent of these Course MaterialsThis course is based on the rich collective experiences of the planning, monitoring andevaluation facilitators and trainers who are listed below, and who have worked with IUCNprogrammes and project managers in Asia, Africa, Latin America and Europe helping them tobetter plan, monitor and evaluate their projects and programmes.Managed by the global Monitoring and Evaluation Initiative, these facilitators and trainersdeveloped, over a 6 year period, a range of training materials that formed the foundation forthis IUCN Project Planning, Monitoring and Evaluation Training Course. Through developing andtesting concepts and approaches, and through dialogue with regional and global managers theyestablished a general consensus on acceptable and realistic standards and core practices forplanning, monitoring and evaluation of projects and programmes in IUCN.The intent of this core PM&E Training Course is to provide project managers with a commonunderstanding of core concepts of planning, monitoring and evaluation as practiced in IUCN.While it is understood that managers may be required to use other concepts and toolsspecifically required by some donor agencies, this course is intended to strengthen theunderstanding of core PM&E concepts that, if necessary, can be adapted to the requirements ofspecific donors.This is a core course in PM&E concepts and approaches, not an advanced training in the use ofspecific techniques such as sustainability assessment, PRA (participatory rapid appraisal) andgender analysis, or an in-depth course on data collection and analysis.The list of core references provides information on complementary PM&E resource materialsavailable through the IUCN M&E Office or from regional Programme Coordinators and M&Estaff.We sincerely hope that IUCN project and programme managers find this course useful incarrying out their responsibilities for improved planning, monitoring, evaluation and delivery ofproject work.We warmly welcome your comments on how these materials may be improved.Nancy MacPhersonCoordinator, Global M&E InitiativeBill JacksonDirector, Global ProgrammeGlobal M&E Initiative
viAcknowledgements:The course materials were written by Veronica Muthui, Natalia Ortiz and Nancy MacPhersonwith inputs from Alejandro Imbach and Julia Robinson.The materials are based on the training materials developed by IUCN PM&E facilitators andtrainers based in different regions of the world: in Africa by Jim Woodhill, Veronica Muthui, MinePabari, Francois Corneille Kedowide, Diana Lee Smith and Bill Jackson; in Latin America byAlejandro Imbach, Natalia Ortiz, and Claudia Bourancle; in Asia by Imtiaz Alvi, Alejandro Imbachand Julia Robinson; and at global level by Nancy MacPherson, Tom Hammond and AlexMoiseev.The course materials also benefited from testing and feedback from participants of four regionaltraining events – Sri Lanka (2002), Kenya (2003), Ghana (2003) and Costa Rica (2004). Wethank participants of these regional training events for their helpful feedback and suggestionsfor improvements.Additional material has been adapted and incorporated with thanks and acknowledgements tothe Kellog Foundation, IPDET - the International Programme for Development EvaluationTraining Course of the World Bank and Carleton University and Save the Children.Finally, in putting the course materials together into one package, we are very grateful to AnnaGrzybinska, Marie Helene Adrien and Charles Lusthaus of Universalia Management Group whoprovided professional advice, support and coaching in developing the content and structure ofthe training course, and to Marie Helene for her excellent coaching of the trainers during thetest phase.Global M&E Initiative
Introduction to Project Planning1-1Introduction to Project Planningin IUCNGlobal M&E Initiativej:\cc69\nmm\website docs\new\pm&e core course\module 0 introduction\introduction nov 2004.doc
1-2in IUCNNotes:Global M&E Initiativej:\cc69\nmm\website docs\new\pm&e core course\module 0 introduction\introduction nov 2004.doc
in IUCN1-3Table of Contents1. The Importance of Good Project Planning in IUCN32. Defining Projects32.1. Projects and change33. Approaches to Project Design and Planning3.1. Principles of project design adopted by IUCN334. The Project Management Cycle35. Exercise 1.1 - Identifying stages of the Project Management Cycle3Global M&E Initiativej:\cc69\nmm\website docs\new\pm&e core course\module 0 introduction\introduction nov 2004.doc
1-4in IUCNLearningObjectives:At the end of the Module, participants will:3Understand the importance of good project planning inIUCN3Be reminded of the Definitions of Project3Be familiar with the concept of Theory of Action andLogic Models3Be familiar with the Results Based Approach to ProjectPlanning Adopted by IUCN.3Understand the Project CycleApproximateDuration:1hr 30 minutesOverview:In this module:3Presentation: Projects and Project Design3Presentation: Approaches to Project Design and Planning3Presentation: Project Management Cycle3Exercise: Project Management CycleGlobal M&E Initiativej:\cc69\nmm\website docs\new\pm&e core course\module 0 introduction\introduction nov 2004.doc
in IUCN1-5IntroductionWhen Alice encounters the Cheshire cat in Wonderland, she asks,“Would you tell me, please, which way I ought to walk from here?”That depends a good deal on where you want to get to,” said the Cat.I don’t much care – as long as I get somewhere,” said Alice.Then it doesn’t matter which way you walk,” said the Cat.-Lewis Carroll1. The Importance of Good Project Planning inIUCNApproximately 80 per cent of the delivery of IUCN’s work is carried out through projects thatare designed to improve knowledge, build capacity and strengthen the governance ofbiodiversity conservation and sustainable use of natural resources. For IUCN to achieve itsMission and remain relevant in an increasingly complex world it must ensure that project andprogramme managers in IUCN are able to design and implement projects that address the mostrelevant conservation issues, that are well focused and realistic, and that are regularlymonitored and evaluated in order to learn from experience.Internal and external reviews of IUCN’s work have recommended that if IUCN is to optimize thepotential impact of the three pillars of the Union (the Secretariat, the Commissions and theMembership) to achieve the Mission of the Union, that it should undertake increased efforts tobuild and maintain project and programme planning, monitoring and evaluation capacity acrossthe component parts of IUCN. This course represents one of the ways in which IUCN isresponding to this challenge.2.Defining ProjectsA project is a set of well-defined resources dedicated to achieving specific results in a definedperiod of time. A project has a clear time frame (start and end), and a clear strategy of how touse resources to produce results. Projects are designed and implemented to addressdevelopmental needs or problems. IUCN projects specifically address conservation anddevelopment needs and problems.Global M&E Initiativej:\cc69\nmm\website docs\new\pm&e core course\module 0 introduction\introduction nov 2004.doc
1-6in IUCN2.1.Projects and changeUsually IUCN projects are designed and implemented to meet a felt conservation and/ordevelopment need. The critical assumption underlying these projects is that conditions willchange as a direct result of the projects (Exhibit 1.1). At the heart of project design is decidingwhat to improve or change, and how a project can bring about that change.However not all projects bring about dramatic change. Stabilising a situation or slowing the rateof decline could be just as important (Exhibit 1.2).Exhibit 1.1 Conditions Improve as a Direct Resultof Projects1Not All Projects Bring DramaticChangeProjects and ChangeChange inecosystem andhuman well-beingover time with theintervention Sometimes projects stabilise conditions beforethey can improveHuman well-beingHuman well-beingExhibit 1.2 Condition Stabilises as a Result of theProjectChange inecosystem andhuman well-beingover time withoutthe interventionEcosystem well-being1-18Global M&E InitiativeChange in ecosystem andhuman well-being overtime with the interventionEcosystem well-beingChange in ecosystemand human well-beingover time without theintervention1-19Global M&E InitiativeAll projects are based on assumptions about the nature of the needs or problems, theinterventions needed to address them, and how the project interventions incrementally achievethe changes2. Therefore, behind each project is a theory of action – a set of beliefs held bythose who plan a project about how change will come about and why. If x, then y: Forexample, a personal theory of action might be “If I go to school, I will get better qualifications;better qualifications will help me get a better paying job and therefore more income and abetter livelihood”.This theory of action is based on several assumptions: that I am capable of learning and gettinggood grades; that I will study in a field that is not already flooded by good qualifications and soI can get a higher paying job; that the economy can support high salaries and finally that myincome can cope with the rate of inflation. Any set of actions will lead to expected results onlyif certain conditions exist.The validity of the connection between project initiatives and outcomes and impacts dependson the existence of conditions necessary for success, otherwise known as assumptions.Defining and mapping these conditions or assumptions provides a clearer road map of how the1Based on ideas modified from Eric Oldsman, 2002. Using Logic Models in Development Evaluation.International Program for Development Evaluation Training and IUCN and Prescott-Allen, 1997.Barometer of Sustainability. Measuring and communicating wellbeing and sustainable development.2Eric Oldsman, 2002. Using Logic Models in Development Evaluation. International Program forDevelopment Evaluation TrainingGlobal M&E Initiativej:\cc69\nmm\website docs\new\pm&e core course\module 0 introduction\introduction nov 2004.doc
in IUCN1-7activities lead to eventual results. Most projects however do not do not make this road mapclear, and even when they do, in some cases, it may be quite invalid3.While the concept is simple, it has been confused by the many approaches and terms used byvarious development agencies. Communication has become complicated by, rather thanfacilitated by, the many different terms used to express the same idea.IUCN works with a variety of donors who often require that their particular approach andterminology be used. Staff will therefore always need to understand the concepts underlyingthe variety of terms so that they can move easily among the languages and approaches of thedifferent donors and partner organisations. The key, therefore, to cutting through the confusioncreated by different sets of terms is to understand the core concepts underlying the projectdesign and planning process.3.Approaches to Project Design and PlanningDifferent agencies use different methods to design project. The most commonly used methodsinclude:3The logical framework analysis (LFA);3Objective oriented project planning (ZOPP in German, a close derivative of LFA);3Logic models; and3Results Based Management (RBM) or managing for results.All these methods can be categorized as either a results based approach or an activity drivenapproach (Exhibit 1.3)4.3ibid4Modified from Alexandro Imbach (editor) – 2001. Finding the Way. A practical guide to self-evaluationof sustainable development projects.Global M&E Initiativej:\cc69\nmm\website docs\new\pm&e core course\module 0 introduction\introduction nov 2004.doc
1-8in IUCNExhibit 1.3: Two common approaches to project designActivity DrivenResults DrivenIf we engage in theseactivitiesWe identify what change isrequired in the condition ofpeople and environmentWe produce these outputsThen we identify who mightuse them and how theymight changeThen we identify changesneeded in intermediateorganizationsThen we identify changesneeded in individualsThen we identify howinstitutions change as aresult of change in individuals1-37Then we bring about somechanges in the condition ofpeople and environmentSo we need to deliverthese productsTherefore we need toengage in these activitiesGlobal M&E InitiativeA results driven approach is now the standard for planning in IUCN. Past experience in IUCNhas revealed that IUCN projects were found to be busy with a wide range of activities, but wereunclear on the specific results they were supposed to be delivering and the longer term changesthey were supposed to be achieving.Within the results based planning approach different institutions use it in different wayshowever there similar underlying design principles. In essence, they are:53To develop projects based on a thorough understanding of the situation in which anintervention is planned.3To involve stakeholders in a participatory process of project design and evaluation.3To develop a set of clear logical objectives that can realistically be achieved within aspecific timeframe and budget, and that will make a significant and sustainedcontribution to a higher-level development objective.3To make explicit the cause and effect relationships and external factors that influence orunderpin the project, and that must hold true if planned activities are going to lead todesired results and impacts.3To establish a monitoring and evaluation system which will show if the objectives havebeen achieved and will provide information to support effective management decisionmaking and learning.5Jim Woodhill, 2000. Introduction to Key Concepts, Approaches and Terms - Working Draft Version 1.IUCN Global Monitoring and Evaluation InitiativeGlobal M&E Initiativej:\cc69\nmm\website docs\new\pm&e core course\module 0 introduction\introduction nov 2004.doc
in IUCN3.1.1-9Principles of project design adopted by IUCNThe approach adopted by IUCN is one that emphasises the participation of stakeholders inanalysing the situation and identifying realistic results. This requires clearly identifying projectstakeholders and then designing projects that meet their needs and priorities (covered inModule 1). It also requires a clear identification of both the users and beneficiaries of projectoutputs. This is because the nature of IUCN is such that in most projects the use of outputs toachieve results is often outside the direct control of the projects and therefore IUCN (Exhibit1.4).During implementation, this approach emphasises the need to monitor progress and resourceuse by means of indicators (covered in Module 3 and 4). IUCN recognises that given thecomplexity of conservation and natural resource management and a rapidly changing widerenvironment, an adaptive approach to project management is essential. Monitoring informationis used to adapt management strategies. Lessons are captured to increase knowledge about theprocesses that work well and why, as well as those that do not work so well. These lessons areincorporated in further practice in a learning cycle (Exhibit 1.5). Risks are identified andmanaged as part of the management strategy, and reporting is based on performance(achievement
planning, monitoring and evaluation of projects and programmes in IUCN. The intent of this core PM&E Training Course is to provide project managers with a common understanding of core concepts of planning, monitoring and evaluation as practiced in IUCN. While it is understood that managers may be required to use other concepts and tools
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